Os contos clássicos e a formação leitora de crianças em fase de alfabetização

Abstract

This study highlights the presence of classic tales in the process of learning to read in early literacy classrooms. The interest in this research stemmed from studies and experiences during coursework and internships in the Pedagogy program, with an emphasis on Children's Literature and Reading Instruction Practices. The research aims to discuss the rich cultural heritage of classic tales as a powerful tool for reading development; to provide theoretical and practical support that contributes to the evaluation and selection of classic tales; and, finally, to analyze a didactic sequence for teaching classic tales implemented in a literacy classroom, following the didactic model described by Cosson (2022). This is an action research study focused on the observation, documentation, analysis, and interpretation of data collected throughout the process. The corpus of selected classic tales — The Ugly Duckling, Jack and the Beanstalk, and Beauty and the Beast — serves as an example of the aesthetic and literary experiences provided to children during the literacy phase. The work is structured into six chapters that aim to articulate the theoretical foundations, methodological approach, and analysis of pedagogical practices developed with classic tales in early literacy. Based on the analyzed data, it was found that the reading experiences with classic tales in the investigated literacy classroom contributed not only to the formation of readers but also to the integral development of the child as a subject, due to the symbolic richness of the tales and their ability to foster deep discussions and learning. The results also revealed that, although classic tales are part of the collective imagination, they are not always systematically included in reading instruction practices in literacy classrooms. This finding reinforces the urgency of continuing research in this field to support the development of a structured literary curriculum, which includes progressive study of literary works throughout basic education, thereby overcoming the belief that literary education can be a sporadic practice in schools.